The Evolution of Ideas, Methods and Networks on Environmental Education (EE) and Education for...

The Evolution of Ideas , The Evolution of Ideas , Methods and Networks on Methods and Networks on

Environmental Education (EE) Environmental Education (EE) and Education for Sustainable and Education for Sustainable

Development Development (ESD)(ESD)

Prof. Michael ScoullosProf. Michael ScoullosUniversity of AthensUniversity of Athens

Chairman, MIO-ECSDE, GWP-med,Chairman, MIO-ECSDE, GWP-med,Coordinator, MEdIESCoordinator, MEdIES

Chairman, Greek National Commission of Chairman, Greek National Commission of ΜΑΒ ΜΑΒ UNESCOUNESCO

Philosophical background of the relationship Philosophical background of the relationship between man & the world; between man & the world;

evident also in literatureevident also in literature

ENVIRONMENT

nature

man

ENVIRONMENT

natural

m

an

technologicalmanmade Cultural

manmade

spiritual

Background Background of Environmental Education (EE)of Environmental Education (EE)

ENVIRONMENT

natural

spiritual

man

Cultural manmade

Technological manmade

Environmental Environmental

Education (EE)Education (EE)

Earth Earth “Spaceship” “Spaceship”

((limits to limits to growth)growth)

EnvironmentEnvironment

Human Human overstructure: overstructure:

society, society, economy, economy,

institutions, institutions, etc.etc.

1960s & 1970s1960s & 1970s: Introduction of EE : Introduction of EE An alternative approach to the An alternative approach to the

environment but also to educationenvironment but also to education

its explicit aims were often concerned its explicit aims were often concerned with stimulating a sense of individual with stimulating a sense of individual responsibility for both the natural and responsibility for both the natural and manmade aesthetic/cultural environment, manmade aesthetic/cultural environment, based on general ecological principles based on general ecological principles and knowledge of the scientific bio-geo-and knowledge of the scientific bio-geo-chemical cycles and observation of a chemical cycles and observation of a series of impacts of human activities on series of impacts of human activities on them.them.

Limits to Growth Report - Limits to Growth Report - StockholmStockholm Conference on Conference on the Human Environment (1972)the Human Environment (1972)

BelgradeBelgrade (1975) & (1975) & TbilisiTbilisi (1977) documents on (1977) documents on EE EE emphasized the need to build knowledge, emphasized the need to build knowledge, acquire comprehension & decision making skills acquire comprehension & decision making skills and adopt values & attitudes which could protect and adopt values & attitudes which could protect the environment.the environment.

Establishment of biosphere reserves for Establishment of biosphere reserves for management of ecosystems, including management of ecosystems, including educational functions. educational functions.

First steps of EEFirst steps of EE

Principle MethodologiesPrinciple Methodologies

““aboutabout” (knowledge), ” (knowledge), ““inin” (in direct contact with reality),” (in direct contact with reality), “ “forfor” (commitment in favour of) the ” (commitment in favour of) the

environment.environment.

Combination of knowledge with action.Combination of knowledge with action. The learners in the centre.The learners in the centre. Multidisciplinary approach. Multidisciplinary approach.

During the During the 8080’s & 90’s’s & 90’s ““Unbalanced” evolution of EE in the various countries.Unbalanced” evolution of EE in the various countries. Ideological and other constrains in implementation Ideological and other constrains in implementation Moscow Moscow Congress on EE & Training Congress on EE & Training (1987):(1987): more more

emphasis on the emphasis on the gender issuegender issue, , health, poverty & peace. health, poverty & peace. Endeavours to effectively tackle the environmental Endeavours to effectively tackle the environmental

problems based on reliable scientific researchproblems based on reliable scientific research. . The precautionary principle. The precautionary principle. Introduction of a series of “targeted” forms of education Introduction of a series of “targeted” forms of education

i.e. i.e. Education for Development, Global Education, Education for Development, Global Education, Education for Peace and Human Rights, Education for Education for Peace and Human Rights, Education for Women, Education for Citizenship.Women, Education for Citizenship.

Establishment of the first national and international Establishment of the first national and international networks on EE supported by UNESCO and other networks on EE supported by UNESCO and other international organisations.international organisations.

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Sustainable Development

The Rio UN Conference on Environment and Development 1992

Chapter 36, Agenda 21

EE to where??

The Thessaloniki International ConferenceThe Thessaloniki International Conference (1997): (1997):

EE only to support environmental protection EE only to support environmental protection or having a broader role?or having a broader role?

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Expansion of EE => Education

Education for Environment & Sustainability

(EfES)

The Thessaloniki International The Thessaloniki International Conference result:Conference result:

ECONOMY SOCIETY

ENVIRONMENT

An attempt was made by the EU to define SD as the An attempt was made by the EU to define SD as the common place of the three common place of the three ccomponents. This omponents. This

scheme asks that all three are satisfied in the same scheme asks that all three are satisfied in the same degree simultaneously!degree simultaneously!

Sustainable Sustainable DevelopmentDevelopment

and Education and Education for Sustainable for Sustainable

Development Development

after Thessaloniki after Thessaloniki TheThe ERA-21 ERA-21 campaign by MIO-ECSDE and campaign by MIO-ECSDE and other initiativesother initiativesBaliBali 2002 Preparation meeting of WSSD 2002 Preparation meeting of WSSDWSSDWSSD Johannesburg 2002, establishment of Johannesburg 2002, establishment of MEDIES as a Type-2 initiative MEDIES as a Type-2 initiative

ESD and the ESD and the Decade for ESDDecade for ESD (UNESCO as (UNESCO as the lead agency)the lead agency)

Sustainable Development is a Sustainable Development is a pyramid and its basis is pyramid and its basis is

EducationEducation

Education

Environment

Society

Economy

Our vision through the evolution Our vision through the evolution since Thessalonikisince Thessaloniki

Governance

Environment

Society

Economy

However, with Education alone we cannot transform However, with Education alone we cannot transform all development into a sustainable one. Education is all development into a sustainable one. Education is

only one component of the overall “Governance”.only one component of the overall “Governance”.

The basis here is Governance.The basis here is Governance.

Environment

Governance

Society

Economy

In fact, this scheme where environment is the In fact, this scheme where environment is the natural basis and all other three are human natural basis and all other three are human

overstructures is very close, but still different overstructures is very close, but still different

representation of the original starting point of EE.representation of the original starting point of EE.

Analysis of GovernanceAnalysis of Governance for the Implementation of for the Implementation of

SDSD

Governance

Institutions

Science & Technology

Education

Combining the previous figures we have Combining the previous figures we have Sustainable Development as a double Sustainable Development as a double pyramid. One of its facets is Education.pyramid. One of its facets is Education.

Education

Environment


Society

Economy

Institutions

Governance

Education for Sustainable Development

EnvironmentalProtection

Application of innovative science & appropriate

technology

Social Cohesion & Welfare

ResponsibleEconomy

Effective Institutions (Good planning, etc)

Governance

To obtain Sustainable Development we need:To obtain Sustainable Development we need:


Environment

Culture

Society

Economy

Institutions

The contents of ESDThe contents of ESD

Areas that need “change” or reconsideration in order to achieve SD

The United Nations Decade The United Nations Decade of Education for Sustainable Development”of Education for Sustainable Development”

(UN DESD, 2005-2014)(UN DESD, 2005-2014)

December 2002, UN General Assembly December 2002, UN General Assembly resolution 57/254 on DESD, having as overall resolution 57/254 on DESD, having as overall goal to integrate the principles, values, and goal to integrate the principles, values, and practices of SD into all aspects of education and practices of SD into all aspects of education and learning. learning.

2 major Initiatives: 2 major Initiatives: a)a)UNESCO’s International Implementation Scheme UNESCO’s International Implementation Scheme

(UNESCO as lead agency of the Decade). (UNESCO as lead agency of the Decade). b)b)UNECE’s Strategy on ESDUNECE’s Strategy on ESD

Objectives of Objectives of the Decadethe Decade

- facilitate networking, - facilitate networking, linkages, exchange and linkages, exchange and interaction among interaction among stakeholders in ESD;stakeholders in ESD;- foster an increased - foster an increased quality of teaching and quality of teaching and learning in ESD;learning in ESD;- foster countries towards - foster countries towards the MDGs through ESD the MDGs through ESD efforts;efforts;- give countries new - give countries new opportunities to opportunities to incorporate ESD into incorporate ESD into education reform. education reform.

- improve access - improve access to quality basic to quality basic education;education;- reorient existing - reorient existing education education programmes;programmes;- develop public - develop public understanding and understanding and awareness.awareness.- provide training. - provide training.

Tasks for countries Tasks for countries & UNESCO& UNESCO

UNESCO’s ‘International Implementation Scheme’ UNESCO’s ‘International Implementation Scheme’ identified the following 7 components of strategy to identified the following 7 components of strategy to

be incorporated in any ESD implementation plan:be incorporated in any ESD implementation plan:

- vision-building and advocacy;- vision-building and advocacy;- consultation and ownership;- consultation and ownership;- partnership and networks;- partnership and networks;- capacity-building and training;- capacity-building and training;- research and innovation;- research and innovation;- use of Information & Communication - use of Information & Communication Technologies (ICTs);Technologies (ICTs);- monitoring and evaluation. - monitoring and evaluation.

UNECE’s Initiative on ESDUNECE’s Initiative on ESD Green light for the development of a UNECE Green light for the development of a UNECE

regional Strategy on ESD during the 5regional Strategy on ESD during the 5 thth Ministerial Ministerial “Environment for Europe” Conference, (Kiev, “Environment for Europe” Conference, (Kiev, 2003). 2003).

Drafting was a challenging exercise for everybody: Drafting was a challenging exercise for everybody: Environment and Education ministries, UNESCO, Environment and Education ministries, UNESCO, NGOs and other stakeholders through a NGOs and other stakeholders through a participatory process. participatory process.

Result: “Strategy on ESD” Adopted in high level Result: “Strategy on ESD” Adopted in high level meeting (Vilnius, 2005)meeting (Vilnius, 2005)

UNECE Strategy on ESDUNECE Strategy on ESDGOALGOAL: to encourage the 55 developing and developed : to encourage the 55 developing and developed

countries of the vast UNECE region and beyond to countries of the vast UNECE region and beyond to

develop and incorporate ESD into their develop and incorporate ESD into their formalformal

education systems, in all relevant subjects, as well as education systems, in all relevant subjects, as well as

in in non-formalnon-formal and and informalinformal education and to serve as education and to serve as

a flexible framework in order to be adapted to each a flexible framework in order to be adapted to each

country’s priorities, specific needs and circumstances.country’s priorities, specific needs and circumstances.

KEY THEMES of SDKEY THEMES of SD to be incorporated in all to be incorporated in all

education systems: poverty alleviation, peace, ethics, education systems: poverty alleviation, peace, ethics,

democracy, justice, security, human rights, health, democracy, justice, security, human rights, health,

social equity, cultural diversity, economy, social equity, cultural diversity, economy,

environmental protection, natural resource environmental protection, natural resource

management. management.

The anxiety of “change”The anxiety of “change”

“ “ This world will never change “ This world will never change “

ChangeChange

“ “Everything is changing” Everything is changing”

\ \

The spectrum of areas that need The spectrum of areas that need reconsideration, change, for putting reconsideration, change, for putting

ESD into practice ESD into practice

Conservation

Stabilisation of

“roots”

Complementation

Adaptation

Total reconstruction

reconsideration

Everything is changing rapidly: No Everything is changing rapidly: No referencereference

Computers, Internet, the rapidly Computers, Internet, the rapidly growing impacts on the planet by growing impacts on the planet by pollution, on one hand, and pollution, on one hand, and globalisation of the economy on the globalisation of the economy on the other, resulted in the shrinking of our other, resulted in the shrinking of our planet and require reorientation of the planet and require reorientation of the focus of our Educationfocus of our Education

NEED FOR STABILITY, CONTINUITY AND NEED FOR STABILITY, CONTINUITY AND REFERENCE.REFERENCE.

Within this framework EE evolves in Within this framework EE evolves in ESDESD

Nothing is changingNothing is changing Wars, greed, inequity .Wars, greed, inequity . ””rule of power” based on money and rule of power” based on money and

violence.violence. Victims among the innocence, Victims among the innocence,

frequently among women and children. frequently among women and children. The ideas guide us but their The ideas guide us but their

implementation is lagging behind.implementation is lagging behind.

NEED FOR CHANGENEED FOR CHANGE

Within this framework EE evolves in ESDWithin this framework EE evolves in ESD

Appropriate Appropriate environment = environment =

the prerequisite to the prerequisite to maintain the tree maintain the tree

DEV

ELO

PM

EN

T

EEEE: : Attention to Attention to the the

ENVIRONMENTENVIRONMENT!!

EEΕΕ: : Caring for the ENVIRONMENTCaring for the ENVIRONMENTin order to maintain the treein order to maintain the tree

FROMFROM

ΕΕSDSDAttentionAttention to to the use and the use and distribution distribution of the fruitof the fruit

((SOCIETYSOCIETY))D

EV

ELO

PEM

NT

ESDESD: : Attention to Attention to the the

Environment !Environment !

ΕSDAttention is given to the

fruit: pruning,etc.

(ECONOMY)

ΕΕSDSD:: Caring for the treeCaring for the treein order to have the tree in order to have the tree & & sustainable production of sustainable production of

fruits fruits

Attention to the Environment, Society & EconomyAttention to the Environment, Society & Economy

TOTO

ESD Characteristics & ESD Characteristics & PrinciplesPrinciples

- By nature, an evolving and dynamic concept seeking to balance human and economic welfare for the present and future generations with cultural values and respect for the environment and the earth’s natural resources.

- Aims to empower all people of all ages to develop the appropriate knowledge and skills; to adopt attitudes and values and shape behaviours towards sustainable development in order to assume responsibilities for creating a sustainable future.

- A cross-cutting field, embracing Environmental Education, Education for Development, Global Education, Education for Peace and Human Rights, etc.

- Key Themes : povertypoverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns.



From:From:

Disciplines Multidisciplinarity(EE)Disciplines Multidisciplinarity(EE)

IntradisciplinarityIntradisciplinarity

TransdisciplinarityTransdisciplinarity

(central for ESD) (central for ESD)

Networks for ESDNetworks for ESD MEDIES :The Mediterranean Initiative for MEDIES :The Mediterranean Initiative for

Environment and Sustainability Environment and Sustainability Network of Mediterranean Universities for SD Network of Mediterranean Universities for SD

with emphasis on ESD (with emphasis on ESD (www.medies.net) ) UN University: centers of expertise on ESD (UN University: centers of expertise on ESD (

www.ias.unu.edu) ) SD Projects awards /Germany (SD Projects awards /Germany (

www.dekade.org/sites/projecte1.htm) ) Schools for SD/Sweden (Schools for SD/Sweden (

www.skolverket.se/sb/d/2275/a/12732) ) Ecoschools, Greenschools, Globe, etc,etc Ecoschools, Greenschools, Globe, etc,etc

End remark…End remark…

ESD implementation aims at ESD implementation aims at changing the world from “inside” by changing the world from “inside” by influencing the production and influencing the production and consumption patterns and by consumption patterns and by changing the symbols of success and changing the symbols of success and our cultural values, in general. our cultural values, in general.

Both the end product and the Both the end product and the process are important in ESD. process are important in ESD.

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